Record Details

Mathematical sense-making through learner choice


Field Value
Title Mathematical sense-making through learner choice
Creator Biccard, Piera
Subject Mathematics Education; Education; Mathematics mathematical sense-making; learner choices; model-eliciting activities; conceptual analysis
Description This article explores a conceptual relationship between learner choice and mathematical sense-making. It argues that when learners can exercise choice in their mathematical activities, mathematical sense-making can be enhanced. The literature around mathematical modelling suggests a link between sense-making and learner choice. A three-tiered conceptual analysis allowed ‘purposiveness to thinking’ from the author through engagement with selected literature. Research questions related to a three-tiered analysis: generic, context-specific, and conditional accounts of sense-making in mathematics classrooms were formulated. The analysis resulted in a framework showing how sense-making may be constrained or enhanced in mathematics classrooms through learner choice. This article may add to our holistic understanding of sense-making in mathematics classrooms. It may contribute to mathematics teacher education by proposing that teachers are resourced to facilitate learners’ conceptual and procedural choice in primary or secondary mathematics classrooms.
Publisher AOSIS Publishing
Date 2018-10-24
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Conceptual analysis
Format text/html application/epub+zip application/xml application/pdf
Identifier 10.4102/pythagoras.v39i1.424
Source Pythagoras; Vol 39, No 1 (2018); 9 pages 2223-7895 1012-2346
Language eng
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
Coverage — — —
Rights Copyright (c) 2018 Piera Biccard